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牛津大学本科招生是对申请者A-Level成绩、AS成绩、GCSE成绩、个人陈述、推荐信、书面作品、入学考试、面试等因素的综合评价。作为衡量申请者学术能力的重要依据,牛津大学在招生过程中对A-Level考试成绩格外重视。牛津大学不同专业对A-Level考试科目及成绩提出了明确的等级要求,根据专业与科目的相关性设置了必选科目、建议科目、辅助科目三种科目类型,部分专业还对考试科目设定了模块要求。牛津大学本科招生极其注重A-Level考试科目与专业的匹配性,体现了科目设定详细、主次关系明显、专业与科目关联性强三个特点。 相似文献
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Problem-based learning and the development of metacognition 总被引：1，自引：0，他引：1
Kevin Downing Theresa Kwong Sui-Wah Chan Tsz-Fung Lam Woo-Kyung Downing 《Higher Education》2009,57(5):609-621
This study samples first year undergraduates from two programmes at a Hong Kong University (N = 66). One programme uses an entirely problem-based approach to learning and teaching, whilst the other uses more traditional
methods. Using the Learning and Study Strategies Inventory (LASSI) as a measure of student perceptions of their thinking,
or metacognition it explores differences in metacognitive development between each group of students between the beginning
and end of their first year in each programme. The paper argues that, in addition to the formal learning context, everyday
challenges emerging from the additional new social contexts provided by problem-based curricula provide fertile environments
for the development of metacognition because whilst the highest ‘meta-level’ of cognition is usually not implicated when we
receive an outside task and when the task solution is known, the meta-level does tend to be consulted when things go wrong
or when the situation is new. In other words, when we are faced with finding solutions to a problem whether posed by the teacher
as part of a problem-based curriculum or a new social environment, we are more likely to develop generic, as well as subject
specific skills. 相似文献
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近年来,大学英语的分级教学正日益成为大学英语的主要教学方法。A级教学具有不同于其他各级别分层教学及传统英语教学的特点。A级教学为提高大学英语教学质量,进一步完善大学英语分级教学提供了理论和实践依据。 相似文献
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David G. Horrell Karen O’Donnell David Tollerton 《British Journal of Religious Education》2018,40(2):114-123
Existing GCSE and A-level syllabuses include modules on religion and the media, but these have not been widely or well studied for a variety of reasons. The modules may be considered difficult to teach well, and teachers have few good resources to use in comparison with more popular topics such as medical or environmental ethics. The newly launched specifications for RS GCSE and A-level examinations have eliminated, almost entirely, any study of religion and the media. The absence of this theme is troubling. There is a strong case to be made that critical appreciation of the ways media depicts religion is especially important for forming responsible, educated citizens in modern Britain, many of whom will not participate directly in religious communities but will see much depiction of such communities and their ideologies in the media. We propose key principles and questions that might help equip teachers to tackle critically and intelligently issues about religion in the media as they arise. We illustrate this approach by considering media responses to the Charlie Hebdo attacks in Paris. 相似文献
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Catherine Dilnot 《牛津教育评论》2018,44(1):118-137
AbstractEnglish students from less privileged backgrounds and state, rather than private, schools remain significantly under-represented at high-status universities. There has been little work to date on the role of A-level subject choice, as opposed to attainment, in access to university. Using linked administrative data for three recent cohorts of English entrants to UK universities, I examine the relationship between league table score of university attended and A-level subject choices, using a taxonomy of A-levels categorised according to their published efficacy for Russell Group university admission as ‘facilitating’, ‘useful’, or ‘less suitable’. I further examine the relationship of three ‘less suitable’ A-levels with league table score of university for related degree courses commonly leading to professional business careers (accountancy, business, and law). Holding more facilitating A-levels is associated with attending a higher ranked university overall, even controlling for degree subject, and the converse is true for ‘less suitable’ subjects. The heterogeneous relationships of professionally-related A-level subjects with university ranking make decision-making for aspirational 16-year-olds problematic: an apparently sensible subject choice for students wishing to prepare for a professional career may, in fact, put them at a disadvantage. 相似文献
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传统OA系统虽然具有信息发布、公文转发等通用办公所需的功能,但不能满足不同行业个性化的需求。为适应医院信息化建设的发展,根据某三甲医院个性化需求的业务流程,在传统OA系统的基础上,设计和实现了电子病历解锁申请、临时用药采购申请、临时抗菌药物采购申请模块。这进一步实现了医院内部行政办公无纸化,减少医务人员往返各科室时间,为全面提高该医院信息化水平奠定坚实的基础。 相似文献
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There has been much concern recently in the UK about the decline in the number of students studying physics beyond age 16. To investigate why this might be we used data from a national database of student qualifications and a multilevel modelling technique to investigate which factors had the greatest impact on the uptake of physics at Advanced Level (A-level) in a particular year. Each factor of interest was entered into a separate model, while accounting for prior attainment and gender (both well-known predictors of A-level uptake). We found that factors associated with greater probability of uptake included better attainment in physics (or combined science) and maths qualifications at age 16 in comparison to other subjects, and (for girls only) attending an independent or grammar school. While it is difficult to address these factors directly, the results imply that more needs to be done to improve relative performance at General Certificate of Secondary Education, perhaps by increasing the supply of specialist physics teachers at this level and to overcome the perception (especially among girls) that physics is a particularly difficult subject. 相似文献
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医院信息系统的发展是建立在信息安全、可靠的基础上。文章根据国家及行业信息安全等级保护的标准,结合某三级甲等医院的具体情况,从等级保护测评流程、测评对象、测评方法、测评工具、单元测评、整体测评等方面,对某三甲医院的信息系统等级保护测评方案进行设计。通过测评,发现医院信息系统存在的安全隐患,为该医院信息化建设的下一步整改提供科学、合理的依据。 相似文献
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英国A水平考试相当于我国的高考,考生必须持有高校要求的A水平课程考试合格证书才能进入大学学习。该考试的数学考试分模块考试,不同模块的组合形成不同的考试成绩,各个高校和不同专业根据专业特点录取学生,A水平数学考试涉及知识广泛,有一定的难度。同时要求测试考生基本技能,对我国基础教育新课程改革和高考制度改革有一定启示。 相似文献